Making, Tinkering, and Innovating at Full #STEAM Ahead!

It's an astounding thing how our minds can change based on our personal experiences.  Our experiences change our perceptions of the world around us.  When it comes to emotions, we learn them by watching others and how they react to certain situations; we trust those whom we look up to and respect.  All of the above applies to teaching our students.  If we are excited about what we are teaching and present the content in a creative and engaging way - if we exhibit excitement ourselves, then most likely our students will be excited to learn.  As I write this blog post, I am reflecting on my positive experiences leading a Maker Space, incorporating a STEAM (Science, Technology, Engineering, Arts, and Math) Program.

During recent years, the United States Federal Government has been strongly encouraging schools to offer STEM (Science, Technology, Engineering, and Math) related courses.

“One of the things that I’ve been focused on as President is how we create an all-hands-on-deck approach to science, technology, engineering, and math… We need to make this a priority to train an army of new teachers in these subject areas, and to make sure that all of us as a country are lifting up these subjects for the respect that they deserve.”

President Barack Obama

Third Annual White House Science Fair, April 2013

The Obama Administration stands committed to providing students at every level with the skills they need to excel in the high-paid, highly-rewarding fields of science, technology, engineering, and math (STEM). http://www.whitehouse.gov/issues/education/k-12/educate-innovate  

Personally, I had no interest whatsoever in teaching a course with a STEM/STEAM course, I will honestly admit.  When I hear the word "STEM," the word "boring" is the first word that pops into my mind.  Again, this is all based on my prior experiences with these subjects.  Science? Boring.  Technology?  I am an Educational Technology enthusiast - not a computer programmer.  I hated my computer programming course in college.  Engineering?  No thank you.  Math?  It's been years since I have reviewed algebra, so don't even bother trying to ask me.  And Calculus?  Well, let's not even go there.  Like I said, STEM is boring.  However, it does not have to be.  My thoughts on STEM/STEAM programs changed during the past year.  I will now explain why.

There is a technological and creative revolution underway - you don't want to miss it!  I am referring to none other than the Maker Movement.  If you are not familiar with the Maker Movement, you can learn more about it by reading a great blog post written by Daniel Winkler (@dan_winkler) which you can find here. http://blog.mimio.com/the-maker-movement-in-education?utm_medium=social&utm_source=twitter

Running a Maker Space is a great way to teach the concepts of STEM/STEAM to your students. We all know that the way educators present content to their students can have a great impact on their interest in learning.  However, running a Maker Space works differently.  Through running a Maker Space, not only are we presenting content to our students in a meaningful and interactive way, but we are also giving students the opportunity to create their own engaging activities and the ability to be in control of their own learning.  Where their imagination will take them is up to them to decide; the more effort they put into their learning, they more they will learn.  We merely are creating the environment and offering the tools that they will need to foster these skills.

Last year, I read the book "Invent to Learn: Making, Tinkering, Engineering in the Classroom"  by Sylvia Libow Martinez (@smartinez) and Gary Stager (@garystager). (http://www.inventtolearn.com/)  "This book helps educators bring the exciting opportunities of the maker movement to every classroom.  Amazing new tools, materials and skills turn us all into makers. Using technology to make, repair or customize the things we need brings engineering, design and computer science to the masses. Fortunately for educators, this maker movement overlaps with the natural inclinations of children and the power of learning by doing. The active learner is at the center of the learning process, amplifying the best traditions of progressive education."  I found this book to be very inspiring, as it presented the concepts of STEAM in a new light.  As I mentioned above, it's all about the presentation."  I was very excited and interested in running a Maker Space program on my own, yet I was not expecting the opportunity to be able to do so anytime in the near future.

This past April, my Head of School, Dr. Shira Leibowitz (@shiraleibowitz), thought of an incredible idea.  Dr. Leibowitz suggested that for the coming school year, we offer elective courses to our seventh and eighth grade students that would be career relevant.  One of the courses offered would be a Technology focused course.  Dr. Leibowitz approached me and asked me about my interest in teaching a Technology elective focused on programming skills.  Since I am not a computer programmer, I had no interest.  I then thought of the Maker Movement and I requested to run a Maker Space in our school.  Fortunately, my request was approved.  I began to contact others in the New York area who were well versed in the Maker Movement.  

The first resource I always turn to professional growth is Twitter.  Through Twitter, I connected with other Directors of Educational Technology who run Maker Spaces and/Fab Labs in their school.  These included but were not limited to: Jaymes Dec (@jaymesdec), James Tiffin, Jr. (@JimTiffinJr), and Jeremy Sambuca (@jsambuca).  I also contacted Sylvia Libow Martinez to get her support as well.  

I knew I would be able to run a Maker Space in my school, yet I also knew that it would take a considerable amount of time to develop a curriculum and research for many different supplies at reasonable costs.  Through Twitter, I was fortunate to discover the organization Maker State (@MakerState) (http://www.maker-state.com) under the leadership of Stephen Gilman (@StephenGilman).  Maker State is an organization which provides Maker Spaces to After School programs, Homeschoolers, and now, courses held as part of the school day.  In May, I contacted Stephen Gilman and met with him in Manhattan.  I explained to him what the goals were in my course and how I was inspired by the book "Invent to Learn."  He was very knowledgeable of the book, the vision and goals of a Maker Space, and how to properly run a Maker Space to ensure student success.  

I have been in contact with Stephen Gilman and his Maker State team since May on a regular basis.  As I mentioned above, our minds can change based on our personal experiences.  The way that Maker State has not only developed a curriculum but has given me support as well, has turned my fears of running a STEAM program to feelings of excitement.  In fact, I will be learning how to use Minecraft next week; not for playing games in virtual worlds, but for purposes of programming.  As the year progresses, I will continue to post on my experiences in running a Maker Space.

Please feel free to contact me with any questions you have regarding starting a Maker Space program.  This is your chance to offer your students - and yourselves - the chance to be Makers as well as letting their imagination and creativity run wild.  I guarantee that if you have an open mind, you will love it just as I do.  

So when will you start your Maker Space?

Using iOS Devices and Apple Configurator With SMART Amp - It Can Be Done!

Several months ago, I blogged about my experiences with piloting the new SMART amp Collaborative Learning software released by SMART Technologies.  You can read this blogpost by going to http://edtechmorah.blogspot.com/2014/05/kindergarteners-collaborating-yes-they.html.  I wrote about collaboration vs. cooperation, maximizing device independence, and last but not least, the technical specifications of using SMART amp with GAFE (Google Apps for Education).

Now that school is about to start, it's time to set up my school's iPad carts for deployment using Apple Configurator.  For those of you who are new to using iPads in your school, Apple Configurator is an app that makes it easy for anyone to mass configure and deploy iPhone, iPad, and iPod touch in a school, business, or institution.  It is a free app that can be found in the Mac App Store (https://itunes.apple.com/us/app/apple-configurator/id434433123?mt=12).  Apple Configurator allows me to supervise the iPads while setting up the restrictions, security, and other important features beforehand.  When Apple Configurator is properly used to manage and supervise the students' iPads, I don't have to worry that the students are using the devices in an appropriate manner.

For those of you who are new to SMART amp, the software is entirely web based.  It is stored "in the cloud" as opposed to being stored on your computer's hard drive.  SMART amp software is hosted on the Google Cloud Platform, therefore your school must be a GAFE school in order to run the software.  When a user goes to the SMART amp website (https://www.smartamp.com/) in order to start using it, the device one is using must actually connect to many other websites in order to successfully run the software.

Knowing the facts above, I knew I was going to need SMART Tech's help in order to obtain the entire list of websites that need to be allowed in Apple Configurator in order for SMART amp to run.  SMART Tech was very helpful in providing me a long list of websites; however SMART amp was still being restricted on the iPads.  I could not figure out why.  Therefore, for the time being, I lifted the security restrictions for all websites on the iPads.  Of course, this was not ideal.  I knew I would be in this particular classroom with kindergarten students working with the students in small groups when they would be using SMART amp on the devices.  Because of that, I was not afraid of them accessing websites with inappropriate content.  I was not going to give up and I was determined to find a long term solution before the next school year.

During the third week of July, I was one of 76 (SEEs) SMART Exemplary Educators who attended the Global SEE Summit at SMART Technologies in Calgary, Alberta, Canada.  During that week, we were given intensive professional development and had the chance to meet many members of SMART Tech's team, including marketing, product development, and software development.  One of the highlights of my week was being part of the Hackathon.  During the Hackathon, I was able to meet with product developers and give them my ideas and feature requests for SMART amp software.

It was at this point that I resumed experimenting with Apple Configurator and its Web Content Filtering settings in order to enable SMART amp to run.  Shortly after, I discovered there were two websites that SMART Tech did not realize are necessary in order to run SMART amp, specifically because it is Google Platform based:

These include: https://plus.google.com/ (the website for Google Plus) and https://accounts.youtube.com. These two websites were blocking SMART amp on Safari on iOS Devices.  In the back of my mind, I should have known this already, as Google Plus is necessary in order to use SMART amp.  Second, when connecting through Google, one can often find the site https://accounts.youtube.com in the browser between connections.  As soon as I whitelisted these websites in Apple Configurator, I was able to connect to SMART amp successfully.  I was happy that during the hackathon, I was finally able to successfully hack into an issue I was dealing with for months.

I then had the pleasure of sitting and working with Colin Dere, one of the developers at SMART, as he added a few more websites in order to ensure that SMART amp will fully run with Apple Configurator.  I am including screenshots of the final list of websites that need to be whitelisted in Apple Configurator below.  SMART Technologies is continuing to work on a shorter list of websites that one will need to whitelist in Apple Configurator.  I will repost this information as soon as I receive it.  

If you have any questions about this, please feel free to contact me.  You should have a much easier time connecting now.  Good luck!

It Takes A Teacher.....A Week Full of Personalized Learning

We are all familiar with the ancient African proverb, "It Takes a Village to Raise a Child," but are you familiar with the the quote, by Deena Zenyk, Marketing Manager, Education Advocacy of SMART Technologies, "It takes a teacher to......."?  I will let you fill in the blank in this sentence; feel free to choose from one of the many words below in the word cloud.  This was the theme at this year's SMART Technologies Global SMART Exemplary Educator (SEE) Summit.

(Words by Deena Zenyk)

As educators, we all know that the responsibilities of teachers have increased steadily over the years.  A teacher is not just a teacher; a teacher is a nurse and/or doctor, therapist, social worker, psychologist, and sometimes, even a parent.  The list goes on and on.  Our students require more TLC and it is our job to give it to them.  In order to teach our students and help them reach their full potential, we need to connect with them, motivate them, encourage them, showing that we truly care as if they are our own children. One of the ways that we can connect with them is by creating highly engaging and interactive lessons as well as creating lessons that are personalized to meet their own academic, social, and emotional needs.  

We educators are just like our students.  We also require personalized lessons that cater to our needs.  That's where professional development comes in.  As educators, we all know that professional development is the key to professional growth.  Unfortunately, it is not easy for many teachers to obtain high quality professional development due to various reasons such as time, money, or lack of the availability.  That's where my amazing experience at the Global SMART Technologies SEE (SMART Exemplary Educator) Summit comes in.  

I had the chance this past week to attend a SMART SEE Summit at SMART Headquarters in Calgary, Alberta, CA.  I truly felt as if I was home.  Through Twitter and other forms of social media, I knew many SEEs virtually, but had not yet met them face to face.  Though educational technology is a great tool to connect and collaborate with others, it does not replace face to face social interaction.  So being able to connect with many other SEEs was an amazing experience alone.  

With regards to professional development, the sessions that were offered to us truly met our professional needs in order to further our professional growth.  These sessions included but were not limited to: meeting with SMART's marketing staff, product developers, product managers, focus groups based on our choosing, hands on activities and demonstrations, and technical support staff.  It was great to meet those technical support members that I have literally spent hours on the phone over the past few years.  I am so indebted to them for putting so much effort into solving various technical problems I have had.  We also had a "virtual" fireside chat with Warren Barkley, CTO (Chief Technology Officer) at SMART and last but not least, the chance to learn from other SEEs on topics such as global collaboration.   We were given time to improve our own skills in teaching as well as submit feature requests on how SMART can better meet our needs and more importantly, our students needs.  I personally had a chance to sit with product developers for a few hours and make feature requests to various SMART products.  Within a couple of days, the product developers had actually brought those ideas I had to fruition.  Now THAT is personalized learning! 

In addition, I had a chance to speak with Greg Estell, President of Education at SMART.  I was amazed how Mr. Estell was so open to listening to my own thoughts and concerns about technology in education and the way that educators need to use technology responsibly in their classrooms.  He was so receptive to what I had to say and followed through on my concerns immediately after I spoke with him.  If only we educators could act the same way with our students!  Imagine how much farther we could go with them!  Now THAT is a SMART Teacher!  

I am truly indebted to SMART and all they have done for me.  SMART has truly changed the way I teach as it has enabled me to redefine my instruction and improve the quality of learning for my students.  As a SMART Exemplary Educator and now as a Director of Educational Technology, not only do I have to improve my teaching, but my goals to personalize the learning for my students (the teachers in my school) and for their students.  

SMART, thank you for all that you have done for me.  It is truly a privilege and an honor to be here connecting and learning together with so many others.  

Now when you hear the quote, "It takes a teacher........," you will know exactly what that means!

Maximizing Device Management to Foster Student Learning and Collaboration

I recently had the opportunity to pilot collaborative learning models that leverage student devices and educational software in a kindergarten classroom at my school.  It has truly been a rewarding learning experience.  I work as an Educational Technology Coach and Coordinator in an elementary independent school grades PK-8 in New York.  I could have chosen any class to work with; in the end I chose a Kindergarten class and I am happy that I did.

We know that before implementing educational technology in any classroom, there must a vision and plan in order to succeed.  When bringing mobile devices into the classroom, it is always a sound idea to start small and then increase the scope of the initiative.  I believe it is better for a teacher to become comfortable with using a device in his or her classroom and support the ability to manage it with the students than it is to bring a class set of devices into the classroom and not know how to manage them.  Just because a teacher has only one device in a classroom does not mean that it won’t benefit the class.  The pedagogy needs to come first before the technology. Too many schools are spending thousands of dollars bringing in mobile devices to their classrooms without any vision or training for how to seamlessly integrate the technology in education.  

When reflecting on this implementation challenge, the well-known TPACK (Technology, Pedagogy,  and Content Knowledge) model comes to mind.  Teachers already have to balance pedagogy and content knowledge along with classroom management.  When technology is thrown in with everything with else, it can definitely cause the pedagogy to suffer and fall to the wayside.  I cannot stress enough how important it is for teachers to receive ongoing professional development and coaching in technology integration.  

The TPACK Model - used with permission - http://www.tpack.org/

When a teacher is comfortable enough to manage the students and the integration of technology to support learning, it is time to bring the devices into the classroom.  Never fear whether the students are ready; the students are always ready!  

When it comes to device management, it is important to have proper filters, security, and other necessary options set in place before introducing the students to the devices.  The technology must be completely ready for deployment; if it’s not, the pedagogy will suffer resulting in chaos in your classroom.  

The reason I chose to pilot SMART amp in kindergarten is twofold; one reason is to strengthen reading comprehension skills, the other reason is that the younger the students are, it is much easier to inculcate within them the ability to learn independently, to self-assess, and to work in groups collaboratively.

In my previous blog post where I wrote about my experience in piloting SMART amp (http://edcompassblog.smarttech.com/archives/16931), I mentioned that I had to lift my restrictions on web content filtering in Apple Configurator  in order to use SMART amp on the iPads.  The web application SMART amp uses many websites in order to run so listing these websites in the “Exceptions” list in Apple Configurator is not so clear cut.  –perhaps delete? ISTE blogs do not appear to get into this level of technical.

Using the iPads in the kindergarten classroom is done as a center activity.  The children work on the iPads in a small group collaboratively.  Because I lifted the restrictions on the web content filter, I made sure that I was in close proximity to the students in order to monitor their usage of content on the iPads.  In retrospect, this is not the best option in the long term as I would like the students to work independently and collaboratively at the same time.  The students need to be able to self-assess what they know about the subject matter and work independently.  By me hovering over them, they will never learn how to do so.  A feature needs to be set in place in order to create a safe environment for them while using the iPads allowing me the stand back and facilitate.  

One of the great features that Apple developed in the past couple of years is the Guided Access option.  For those who are unfamiliar, Guided Access temporarily restricts your iOS device to a particular app.  Guided Access can be turned on by going into your iPad settings > General > Accessibility > Guided Access.  

Guided Access can:

·         Disable areas of the screen that aren’t relevant to a task, or areas where an accidental gesture might cause a distraction

·         Disable the hardware buttons

To learn more about how Guided Access works, you can visit the following Apple iOS support page: http://support.apple.com/kb/ht5509.  

Now that the technology is set in place, the students can work independently and collaborate together on one shared goal.  When I first told others that I was piloting SMART amp in kindergarten, many were shocked as they assumed this software would be used in older grades.  Collaboration cannot be taught directly; rather it needs to be taught indirectly through exposing others to collaborative activities.  It’s a much more complex activity than cooperation as it involves components which are different from each other yet unified by a shared common goal.  Being that kindergarteners were so young and were therefore not set in their ways, they were so open to collaborating with each other.  This goes to show that anyone can collaborate as long as they are given the opportunity and have the necessary tools to work with.

                                                 

"27 Ways to Flip Your Classroom" An Infographic by Mia MacMeekin

The following infographic was designed and created by Mia MacMeekin (https://twitter.com/MiaMacMeekin).  I decided to reuse it in order to create an interactive Thinglink (http://www.thinglink.com/).  

Kindergarteners Collaborating? Yes They Can, With SMART amp!

As an educator, I strive to create a classroom that is focused on student-centered learning.  I am teaching children, not subjects or skills.  One way to promote such an environment is to develop activities through which all children can participate and work towards a common goal.  Although the children create something at the end, the focus is the learning process as how to do it together as a team.  I am referring to the act of collaboration, which is the target goal of the new software SMART amp developed by SMART Technologies.  

Why is this important?

"Schools are not just focusing on the three Rs (Reading, 'Riting, and 'Rithmetic) anymore," says Greg Estell, president of education with SMART Technologies. "They're really focusing on the four Cs: collaboration, creativity, communication and critical thinking."

"Trends toward collaboration, student-centered learning that is highly measurable, blended learning, distance learning and flexible learning are reflected in the technologies that classrooms use. These overarching trends of personalized and inclusive education are starting to drive the education technology market," explained Audrey Arthur of School Construction News, May 2014.

"[In the past], there was a teacher standing in front of a room of students with a whole stage kind of approach. But now students are working in small groups, they're collaborating together in class, and we're looking at technology to support that," Estell said.

"Different platforms, devices and constantly evolving technologies can create difficulties in the classroom. While schools are implementing a wide variety of technologies, students are also trending toward bringing their own devices from home. With such a range of technologies, schools are also charged with finding a way to systematically control the variety of technologies and limit technical difficulties," said Arthur.

"We really have spent a lot of time on software over the past year because kids are brining disparate digital devices, or schools are purchasing disparate digital devices in the classrooms, and how do you support that?" Estell asked.

According to Arthur, to find a solution to these challenges, SMART launched SMART amp learning software in April. The software works with any web-enabled device with a modern browser and is cloud-based. The assessment and organizational tools also allow teachers allow teachers to manage the entire classroom.

"It's a software that allows teachers to assess students, it allows collaboration in the classroom and it works on any digital device," Estell said.

My Experience With Piloting SMART amp

I was recently given the opportunity to pilot SMART Technologies’ new software, SMART Amp.  SMART amp is cloud based software and runs through Google Apps for Education (GAFE).  So, if your school uses GAFE, all you need to do to prepare the software for activation is to make some changes to settings in your GAFE Admin Console.  If you do not have permission to do that, ask your IT Administrator to do so.  

At first, I was hesitant to use the software with such young students.  The classroom did not even have a SMARTBoard in the room and the teacher who is not so tech-savvy was completely unfamiliar with SMART Notebook.  I happen to love SMART Notebook software as I used it to redefine my instruction.  However, one of the great features of SMART amp is that no knowledge of SMART Notebook is necessary.  In addition, the software is very easy to use, which is how it should be, otherwise the pedagogy suffers.  I was fortunate to win a grant for a SMART Board recently.  When it comes to integrating technology in the classroom, it is best to have some kind of plan beforehand to optimize your chance of success.  My goal was to use technology to strengthen reading comprehension.  I therefore had the SMART Board installed in this classroom and prepared to pilot SMART amp.

Technical Specifications for SMART Amp

In order to use SMART amp, every teacher and student needs a GAFE account.  Ordinarily, I would not have set up accounts for kindergarten students, but I did so for this specific purpose.  Second, as SMART Amp is cloud based, the software updates automatically without the need to download and install updates.  Similar to Google Docs, your changes are also saved automatically. Third, a robust wifi network is critical as the students will always need to be connected online when using the software.  Fourth, if you are using iPads in your school, you are most likely using Apple Configurator to manage your iPads and apps.  In general, I have very tight restrictions set in place for internet usage.  I basically block every website unless I specifically list it in my exceptions list.  You should know that although one goes to smartamp.com to use the software, SMART amp actually uses many different websites to run.  I had to loosen up the restrictions and web content filter settings on Apple Configurator while I was managing the iPads. Knowing that another teacher or myself would be sitting with the students and monitoring them, I was not concerned about the students browsing the web. I hope to resolve this in the near future as I can only imagine that other schools will be facing the same problem using GAFE, iPads, and the Apple Configurator.

When I first started using SMART amp in the kindergarten classroom, we focused more on becoming familiar with using the tech tools. This was the first time that the kindergarten students were using iPads in their classroom. The fact that they were able to use the software so easily and seamlessly was a big plus as class time did not go to waste. I didn't have to train the teachers or students how to use the software; it was just so simple. I debated as to whether use Google Chromebooks or iPads with the students. The reason I chose to use iPads for SMART Amp is because since the students do not know how to type, they would have a much easier time navigating on the iPad screen. I was right. Being able to navigate the workspace in SMART Amp required them to use their "pincher fingers," practicing fine motor skills and visual coordination, which are important skills for their age.

With the technology component of SMART amp being so easy to master, we were able to focus on the pedagogy. I used SMART amp with the kindergarten students in small groups 1-2 times a week. Learning is a process, in fact there is a common saying that FAIL = first attempt in learning. We did have some hiccups in the way that I designed the workspace for the students. Since the students are younger, they did have some difficulty with navigating and working within their own area on the workspace. I therefore designed each child's own area to be larger and assisted them in navigating to that space before they started their work. Each session was a learning experience on which I reflected and made the necessary adjustments and improvements for the following session.

Cooperation vs. Collaboration

When we first started using SMART amp in the classroom, it was more of a cooperative activity rather than a collaborative activity. This means that the students were completing the same activity by themselves with the same goal in mind. If one student had not participated in the activity, one would not have noticed the difference. I am now in the process of designing collaborative activities, which is the purpose of the SMART amp software. This means that the entire group will share a common goal; yet each child will create something different towards that goal. If one child is absent, that part of the goal is not completed. This shows our students that they all matter as each child is unique and has something different and special to contribute to the goals of the team. As it is much easier for teachers to design cooperative activities, collaborative activities are not implemented in classrooms nearly as often as they should be. It takes more time, effort, and preparation to design collaborative activities. If an educator spends the time to design collaborative activities, then the students will benefit tremendously in partaking in these activities. Once we get into the habit of designing collaborative activities for our classes, then it will be much easier to do so in the long run.

If you are interested in learning more about SMART amp, please watch the video below. Also you are welcome to come visit me at SMART Technologies' booth at ISTE 2014 where I will be presenting on SMART amp as a Trade Show Teacher for SMART Technologies.

Are You Engaging or Disengaging Your Students?

When you teach your students, do you find that they are engaged or disengaged in your lesson content? Does it depend on who the students are?  Does it depend on the subject or skills you are teaching?  No matter how boring or complicated the lesson content is, you have the power to engage your students.  Not only will engaging your students help in earning their respect, but it will also lead to them being successful, independent learners.  Before we discuss ways to engage our students, we need to understand exactly what engagement is.  When our students are present in our classrooms during our lessons, they have two options: they can either engage themselves or disengage themselves in the lesson content.  Engagement refers to the students participating in the lesson because they want to.  When students are disengaged, the learning process is merely work; they work because they have to.  Here are some tips that I have found to be very useful to keep my students engaged in the lesson content.

Make the lesson content meaningful and relevant to the students.  Our students will not merely accept that the content that is being taught is of value to them.  On the contrary, in order for them to engage in the lesson content, they need to understand that what is being taught will be useful to them in the future. It is important to include real world applications.

Foster creativity skills.  There is a much greater chance that your students will be engaged in your lessons if you afford your students opportunities to be creative.  When students are creative, they are using their psychological and emotional abilities.  There is no right or wrong answer.  This instills within them a sense of purpose and confidence.  When students are confident of their abilities, they are more likely to engage in the content and succeed.

Lesson content should be exciting.  Your lesson content should engage your students.  If you are excited when you develop your lesson content, then most likely your students will be excited and enthusiastic when learning it.  They will be engaged to learn it and it will not be a chore.  Learning should be fun; we want our students to enjoy their learning.

Develop lesson content that is interactive.  It is important that your students are able to interact with the lesson content - whether you use technology or not.  Providing an interactive, multi-sensory approach to learning is going to afford your students multiple opportunities to interact with lesson content.  The more students interact with lesson content, the greater chance that they will be engaged and will retain the material being taught.

Develop lessons that include authentic learning.  Including authentic learning methods such as project based learning, affords your students multiple opportunities to become immersed in the lesson content.  Through project based learning, students take ownership of their learning and conduct research.  At the same time, their learning is enhanced and they are highly engaged.

I have found the above five tips to creating engaging lessons to be very beneficial in my classroom.  Although I taught lower elementary students, when it comes to engaging your students, age does not matter.  Whether you are teaching preschool, elementary, middle school, high school students or beyond, engaging your students is the key to not only their success, but to your success as an educator as well.


This post was written for a competition held by The Bloggers Lounge and World Class Teachers.